This storyboard provides an overview of a school media center. It contains 15 frames with photos and narration describing the various areas and resources available in the media center. The frames showcase the check-out area, book shelves, reading areas, laminating room, and more. The overall purpose is to give a student tour of the media center and highlight what materials and activities are offered.
The document is a storyboard for the children's book "A House for a Hermit Crab" by Eric Carle. It describes 14 scenes of a hermit crab finding new shells and decorating them with sea creatures as it grows larger over the year. In the end, the hermit crab moves to a new, larger shell and passes its decorated shell onto a smaller crab.
This document provides instructions for making an ice cream sundae in 10 steps. Each step uses a number to indicate the quantity of an ingredient added to the sundae, starting with one scoop of ice cream in a cone and building up with toppings until 10 cherries are added to complete the sundae. Following the 10 steps results in "the most wonderful ice cream sundae ever!"
The document counts down the hours of Thanksgiving, with the teacher giving the student a different food item each hour, starting with one piece of chicken in the first hour and ending with ten pieces of chocolate in the tenth hour. It follows a pattern of counting down from ten to one while listing typical Thanksgiving and other foods.
The document discusses various teaching resources and materials that can be used in the classroom, including coursebooks, the board, visual aids, technology, and alternatives when resources are limited. It provides advice on using different resources effectively, such as maintaining eye contact when writing on the board and including pre, during, and post viewing activities for videos. The document also considers the benefits and drawbacks of relying heavily on coursebooks for teaching.
The document discusses how the media product uses and challenges conventions of real media.
It describes using unconventional layouts, images and placements of elements like the masthead. Research was done on magazine covers to inform design choices. Technologies like Photoshop, Final Cut Pro and blogs were learned to construct the product.
The media product represents a social group of 16-24 year old music fans interested in indie music, fashion and festivals. It would be distributed by Bauer Media due to their success with similar music magazines.
The document is a storyboard for the children's book "A House for a Hermit Crab" by Eric Carle. It describes 14 scenes of a hermit crab finding new shells and decorating them with sea creatures as it grows larger over the year. In the end, the hermit crab moves to a new, larger shell and passes its decorated shell onto a smaller crab.
This document provides instructions for making an ice cream sundae in 10 steps. Each step uses a number to indicate the quantity of an ingredient added to the sundae, starting with one scoop of ice cream in a cone and building up with toppings until 10 cherries are added to complete the sundae. Following the 10 steps results in "the most wonderful ice cream sundae ever!"
The document counts down the hours of Thanksgiving, with the teacher giving the student a different food item each hour, starting with one piece of chicken in the first hour and ending with ten pieces of chocolate in the tenth hour. It follows a pattern of counting down from ten to one while listing typical Thanksgiving and other foods.
The document discusses various teaching resources and materials that can be used in the classroom, including coursebooks, the board, visual aids, technology, and alternatives when resources are limited. It provides advice on using different resources effectively, such as maintaining eye contact when writing on the board and including pre, during, and post viewing activities for videos. The document also considers the benefits and drawbacks of relying heavily on coursebooks for teaching.
The document discusses how the media product uses and challenges conventions of real media.
It describes using unconventional layouts, images and placements of elements like the masthead. Research was done on magazine covers to inform design choices. Technologies like Photoshop, Final Cut Pro and blogs were learned to construct the product.
The media product represents a social group of 16-24 year old music fans interested in indie music, fashion and festivals. It would be distributed by Bauer Media due to their success with similar music magazines.
This document provides instructions for creating a basic PowerPoint presentation with slides, text, backgrounds, images, and transitions. It recommends using no more than one paragraph of text per slide and keeping backgrounds simple. Images should be properly cited and copyrights respected. Transitions and animations should be used sparingly and consistently to avoid distracting the audience. The instructions conclude with templates for double-sided notes and exit slips.
This professional learning unit teaches educators how to use web 2.0 tools and Promethean's Activstudio software over the course of 5 days. Teachers will learn how to create activities and artifacts using tools like Prezi, PhotoShow, Voki, and Storybird that can be used across subjects and grades to enhance student engagement and learning. The unit aligns with technology standards focusing on using technology to support instruction and designing effective learning experiences.
The document provides information about a learner analysis project conducted in a kindergarten classroom. It includes details about the school, classroom, curriculum standards, demographics of the students, entry skills and prior knowledge as assessed through a pre-test, and results of an academic motivation inventory. The pre-test showed that most students could make predictions and identify the beginning and end of stories, but had more difficulty with specific elements. Most students indicated enjoying reading and thinking about stories, but less than half reported reading regularly at home.
The document reviews relevant library policies within the Lamar County School District. It examines policies on defining instructional media, the media advisory committee, organization and availability of print and non-print materials, selection of suitable materials, and collection evaluation and weeding. For most policies, the document finds Lamar County's current policies to be thorough and in need of no revisions. However, it recommends revising the collection evaluation and weeding policy to include the disposal form within the policy handbook and define the "record retention period." Examples of relevant policies from other districts are provided.
The document describes the current media center at Lamar County Primary School in Georgia. It provides details on the school's layout, current media center floor plan and policies. It also summarizes the results of surveys given to students and teachers which aimed to gather feedback on the strengths and weaknesses of the current media center and ideas for improvements.
This unit is designed to have 3rd grade students analyze Roald Dahl's Charlie and the Chocolate Factory through various writing assignments over 5 days. Students will read the book individually or as a class, then write character analyses, poems, advertisements, essays, and use online graphic organizers to organize their thoughts. The goal is for students to practice different writing genres to demonstrate their understanding of the text, form opinions, and develop basic essay structure. Performance tasks include using a graphic organizer to explain how chocolate is made, writing a rhyming poem for a Golden Ticket, and drafting a letter to comfort Charlie.
This lesson plan summarizes chapters 7-11 of Charlie and the Chocolate Factory and teaches primary learning outcomes related to reading comprehension, understanding different genres like drama, and purposeful writing. Students will read aloud the chapters, discuss plot points and emotions of characters, learn about script format by analyzing movie adaptations, and complete three writing activities - drafting a dramatic script as Charlie, writing a consolation letter to Charlie after he finds no golden ticket on his birthday, and practicing formal letter writing through online greeting cards. The lesson integrates language arts with technology and aims to improve students' reading, writing, and comprehension skills.
The document describes the process of manufacturing chocolate from cacao trees to candy bars. Cacao trees are ready to grow chocolate seeds after 5 years. The seeds are sorted and roasted after arriving at the factory. The liquid chocolate is then tempered to give it a shiny appearance before being poured into molds to make candy bars.
This document provides a lesson plan for teaching third grade students about the book Charlie and the Chocolate Factory. The lesson has five learning outcomes: reading comprehension, learning about the history and process of making chocolate, sequencing events, writing an invitation poem, and writing a persuasive essay. Students will read chapters 1-6, learn about real chocolate making online, sequence the chocolate making process, write an invitation poem like a golden ticket, and write a persuasive essay on whether they want to visit the factory. The lesson integrates language arts, reading, writing, technology, and science concepts across 65 minutes through group reading, discussion, online research and activities, and independent writing assignments.
This document provides an overview of the basic elements of a story including characters, setting, problem, resolution, and the flow from beginning to middle to end. It also mentions including details and maintaining a main idea when telling a story.
This unit plan is designed to teach kindergarten students about the key elements of stories, including characters, setting, problem, and resolution. Over the course of three weeks, students will learn to identify these elements in stories read aloud and incorporate them into their own stories. They will learn to recognize the beginning, middle, and end of stories and summarize each section. Students will analyze stories to determine characters' perspectives and consider alternative endings. The goal is for students to understand how stories are constructed and apply lessons about morality.
This document provides details about a kindergarten unit on the elements of a story. The unit is designed to teach students to identify characters, setting, problem, and resolution in stories. Students will learn these elements in stories read aloud and in their own writing. They will recognize the beginning, middle, and end of stories and be able to retell stories including these parts. The unit includes performance tasks where students analyze story elements in videos and write their own stories. It is a completed unit plan that is ready for implementation.
The author reflects on telling a story to an audience that was different than practice sessions. During the performance, the author focused on retelling the story from their own perspective without pausing, as opposed to practice where they focused on specific words and could start and stop. The author enhanced the story with visuals of ocean animals and engaged the audience before and after the story. The author was nervous but able to remember and tell the full story successfully without pausing.
The document outlines Autumn Schaffer's plans for a digital video project about a "Character Café" activity to promote literacy. The activity would have students read books, choose a favorite character, analyze the character's traits, dress up as the character, and discuss the character with others at a café event. The target audiences are primary students aged 5-8 and their parents/teachers. The objectives are for students to understand the activity, analyze a character, create a costume, and embody the character at the café.
The document is an instructional video about a Character Cafe that introduces children to characters from books. It contains tips for filming techniques like establishing shots, close-ups, medium shots, and zooming. The video shows scenes of children at a cafe discussing book characters they relate to and how characters are like making new friends. It encourages children to imagine how they can "be a character" by dressing like characters from stories.
This document provides information about Autumn Schaffer's digital video project for her FRIT 7230 course in Spring 2010. The project will focus on promoting literacy in the school media center. Schaffer will create an instructional video explaining a "Character's Café" activity where students read books, choose a favorite character, analyze that character, dress up as the character, and meet in the "café" to discuss the character with other students. The target audiences are primary school students ages 5-8 and their parents/teachers. The video aims to increase student motivation using the ARCS model by gaining their attention, making it relevant, building their confidence, and providing satisfaction.
At Digidev, we are working to be the leader in interactive streaming platforms of choice by smart device users worldwide.
Our goal is to become the ultimate distribution service of entertainment content. The Digidev application will offer the next generation television highway for users to discover and engage in a variety of content. While also providing a fresh and
innovative approach towards advertainment with vast revenue opportunities. Designed and developed by Joe Q. Bretz
Matt Rife Cancels Shows Due to Health Concerns, Reschedules Tour Dates.pdfAzura Everhart
Matt Rife's comedy tour took an unexpected turn. He had to cancel his Bloomington show due to a last-minute medical emergency. Fans in Chicago will also have to wait a bit longer for their laughs, as his shows there are postponed. Rife apologized and assured fans he'd be back on stage soon.
https://www.theurbancrews.com/celeb/matt-rife-cancels-bloomington-show/
This document provides instructions for creating a basic PowerPoint presentation with slides, text, backgrounds, images, and transitions. It recommends using no more than one paragraph of text per slide and keeping backgrounds simple. Images should be properly cited and copyrights respected. Transitions and animations should be used sparingly and consistently to avoid distracting the audience. The instructions conclude with templates for double-sided notes and exit slips.
This professional learning unit teaches educators how to use web 2.0 tools and Promethean's Activstudio software over the course of 5 days. Teachers will learn how to create activities and artifacts using tools like Prezi, PhotoShow, Voki, and Storybird that can be used across subjects and grades to enhance student engagement and learning. The unit aligns with technology standards focusing on using technology to support instruction and designing effective learning experiences.
The document provides information about a learner analysis project conducted in a kindergarten classroom. It includes details about the school, classroom, curriculum standards, demographics of the students, entry skills and prior knowledge as assessed through a pre-test, and results of an academic motivation inventory. The pre-test showed that most students could make predictions and identify the beginning and end of stories, but had more difficulty with specific elements. Most students indicated enjoying reading and thinking about stories, but less than half reported reading regularly at home.
The document reviews relevant library policies within the Lamar County School District. It examines policies on defining instructional media, the media advisory committee, organization and availability of print and non-print materials, selection of suitable materials, and collection evaluation and weeding. For most policies, the document finds Lamar County's current policies to be thorough and in need of no revisions. However, it recommends revising the collection evaluation and weeding policy to include the disposal form within the policy handbook and define the "record retention period." Examples of relevant policies from other districts are provided.
The document describes the current media center at Lamar County Primary School in Georgia. It provides details on the school's layout, current media center floor plan and policies. It also summarizes the results of surveys given to students and teachers which aimed to gather feedback on the strengths and weaknesses of the current media center and ideas for improvements.
This unit is designed to have 3rd grade students analyze Roald Dahl's Charlie and the Chocolate Factory through various writing assignments over 5 days. Students will read the book individually or as a class, then write character analyses, poems, advertisements, essays, and use online graphic organizers to organize their thoughts. The goal is for students to practice different writing genres to demonstrate their understanding of the text, form opinions, and develop basic essay structure. Performance tasks include using a graphic organizer to explain how chocolate is made, writing a rhyming poem for a Golden Ticket, and drafting a letter to comfort Charlie.
This lesson plan summarizes chapters 7-11 of Charlie and the Chocolate Factory and teaches primary learning outcomes related to reading comprehension, understanding different genres like drama, and purposeful writing. Students will read aloud the chapters, discuss plot points and emotions of characters, learn about script format by analyzing movie adaptations, and complete three writing activities - drafting a dramatic script as Charlie, writing a consolation letter to Charlie after he finds no golden ticket on his birthday, and practicing formal letter writing through online greeting cards. The lesson integrates language arts with technology and aims to improve students' reading, writing, and comprehension skills.
The document describes the process of manufacturing chocolate from cacao trees to candy bars. Cacao trees are ready to grow chocolate seeds after 5 years. The seeds are sorted and roasted after arriving at the factory. The liquid chocolate is then tempered to give it a shiny appearance before being poured into molds to make candy bars.
This document provides a lesson plan for teaching third grade students about the book Charlie and the Chocolate Factory. The lesson has five learning outcomes: reading comprehension, learning about the history and process of making chocolate, sequencing events, writing an invitation poem, and writing a persuasive essay. Students will read chapters 1-6, learn about real chocolate making online, sequence the chocolate making process, write an invitation poem like a golden ticket, and write a persuasive essay on whether they want to visit the factory. The lesson integrates language arts, reading, writing, technology, and science concepts across 65 minutes through group reading, discussion, online research and activities, and independent writing assignments.
This document provides an overview of the basic elements of a story including characters, setting, problem, resolution, and the flow from beginning to middle to end. It also mentions including details and maintaining a main idea when telling a story.
This unit plan is designed to teach kindergarten students about the key elements of stories, including characters, setting, problem, and resolution. Over the course of three weeks, students will learn to identify these elements in stories read aloud and incorporate them into their own stories. They will learn to recognize the beginning, middle, and end of stories and summarize each section. Students will analyze stories to determine characters' perspectives and consider alternative endings. The goal is for students to understand how stories are constructed and apply lessons about morality.
This document provides details about a kindergarten unit on the elements of a story. The unit is designed to teach students to identify characters, setting, problem, and resolution in stories. Students will learn these elements in stories read aloud and in their own writing. They will recognize the beginning, middle, and end of stories and be able to retell stories including these parts. The unit includes performance tasks where students analyze story elements in videos and write their own stories. It is a completed unit plan that is ready for implementation.
The author reflects on telling a story to an audience that was different than practice sessions. During the performance, the author focused on retelling the story from their own perspective without pausing, as opposed to practice where they focused on specific words and could start and stop. The author enhanced the story with visuals of ocean animals and engaged the audience before and after the story. The author was nervous but able to remember and tell the full story successfully without pausing.
The document outlines Autumn Schaffer's plans for a digital video project about a "Character Café" activity to promote literacy. The activity would have students read books, choose a favorite character, analyze the character's traits, dress up as the character, and discuss the character with others at a café event. The target audiences are primary students aged 5-8 and their parents/teachers. The objectives are for students to understand the activity, analyze a character, create a costume, and embody the character at the café.
The document is an instructional video about a Character Cafe that introduces children to characters from books. It contains tips for filming techniques like establishing shots, close-ups, medium shots, and zooming. The video shows scenes of children at a cafe discussing book characters they relate to and how characters are like making new friends. It encourages children to imagine how they can "be a character" by dressing like characters from stories.
This document provides information about Autumn Schaffer's digital video project for her FRIT 7230 course in Spring 2010. The project will focus on promoting literacy in the school media center. Schaffer will create an instructional video explaining a "Character's Café" activity where students read books, choose a favorite character, analyze that character, dress up as the character, and meet in the "café" to discuss the character with other students. The target audiences are primary school students ages 5-8 and their parents/teachers. The video aims to increase student motivation using the ARCS model by gaining their attention, making it relevant, building their confidence, and providing satisfaction.
At Digidev, we are working to be the leader in interactive streaming platforms of choice by smart device users worldwide.
Our goal is to become the ultimate distribution service of entertainment content. The Digidev application will offer the next generation television highway for users to discover and engage in a variety of content. While also providing a fresh and
innovative approach towards advertainment with vast revenue opportunities. Designed and developed by Joe Q. Bretz
Matt Rife Cancels Shows Due to Health Concerns, Reschedules Tour Dates.pdfAzura Everhart
Matt Rife's comedy tour took an unexpected turn. He had to cancel his Bloomington show due to a last-minute medical emergency. Fans in Chicago will also have to wait a bit longer for their laughs, as his shows there are postponed. Rife apologized and assured fans he'd be back on stage soon.
https://www.theurbancrews.com/celeb/matt-rife-cancels-bloomington-show/
Unveiling Paul Haggis Shaping Cinema Through Diversity. .pdfkenid14983
Paul Haggis is undoubtedly a visionary filmmaker whose work has not only shaped cinema but has also pushed boundaries when it comes to diversity and representation within the industry. From his thought-provoking scripts to his engaging directorial style, Haggis has become a prominent figure in the world of film.
_7 OTT App Builders to Support the Development of Your Video Applications_.pdfMega P
Due to their ability to produce engaging content more quickly, over-the-top (OTT) app builders have made the process of creating video applications more accessible. The invitation to explore these platforms emphasizes how over-the-top (OTT) applications hold the potential to transform digital entertainment.
The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Sagagreendigital
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
Young Tom Selleck: A Journey Through His Early Years and Rise to Stardomgreendigital
Introduction
When one thinks of Hollywood legends, Tom Selleck is a name that comes to mind. Known for his charming smile, rugged good looks. and the iconic mustache that has become synonymous with his persona. Tom Selleck has had a prolific career spanning decades. But, the journey of young Tom Selleck, from his early years to becoming a household name. is a story filled with determination, talent, and a touch of luck. This article delves into young Tom Selleck's life, background, early struggles. and pivotal moments that led to his rise in Hollywood.
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Early Life and Background
Family Roots and Childhood
Thomas William Selleck was born in Detroit, Michigan, on January 29, 1945. He was the second of four children in a close-knit family. His father, Robert Dean Selleck, was a real estate investor and executive. while his mother, Martha Selleck, was a homemaker. The Selleck family relocated to Sherman Oaks, California. when Tom was a child, setting the stage for his future in the entertainment industry.
Education and Early Interests
Growing up, young Tom Selleck was an active and athletic child. He attended Grant High School in Van Nuys, California. where he excelled in sports, particularly basketball. His tall and athletic build made him a standout player, and he earned a basketball scholarship to the University of Southern California (U.S.C.). While at U.S.C., Selleck studied business administration. but his interests shifted toward acting.
Discovery of Acting Passion
Tom Selleck's journey into acting was serendipitous. During his time at U.S.C., a drama coach encouraged him to try acting. This nudge led him to join the Hills Playhouse, where he began honing his craft. Transitioning from an aspiring athlete to an actor took time. but young Tom Selleck became drawn to the performance world.
Early Career Struggles
Breaking Into the Industry
The path to stardom was a challenging one for young Tom Selleck. Like many aspiring actors, he faced many rejections and struggled to find steady work. A series of minor roles and guest appearances on television shows marked his early career. In 1965, he debuted on the syndicated show "The Dating Game." which gave him some exposure but did not lead to immediate success.
The Commercial Breakthrough
During the late 1960s and early 1970s, Selleck began appearing in television commercials. His rugged good looks and charismatic presence made him a popular brand choice. He starred in advertisements for Pepsi-Cola, Revlon, and Close-Up toothpaste. These commercials provided financial stability and helped him gain visibility in the industry.
Struggling Actor in Hollywood
Despite his success in commercials. breaking into large acting roles remained a challenge for young Tom Selleck. He auditioned and took on small parts in T.V. shows and movies. Some of his early television appearances included roles in popular series like Lancer, The F.B.I., and Bracken's World. But, it would take a
240529_Teleprotection Global Market Report 2024.pdfMadhura TBRC
The teleprotection market size has grown
exponentially in recent years. It will grow from
$21.92 billion in 2023 to $28.11 billion in 2024 at a
compound annual growth rate (CAGR) of 28.2%. The
teleprotection market size is expected to see
exponential growth in the next few years. It will grow
to $70.77 billion in 2028 at a compound annual
growth rate (CAGR) of 26.0%.
Experience the thrill of Progressive Puzzle Adventures, like Scavenger Hunt Games and Escape Room Activities combined Solve Treasure Hunt Puzzles online.
Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspirationgreendigital
Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
Modern Radio Frequency Access Control Systems: The Key to Efficiency and SafetyAITIX LLC
Today's fast-paced environment worries companies of all sizes about efficiency and security. Businesses are constantly looking for new and better solutions to solve their problems, whether it's data security or facility access. RFID for access control technologies have revolutionized this.
Barbie Movie Review - The Astras.pdffffftheastras43
Barbie Movie Review has gotten brilliant surveys for its fun and creative story. Coordinated by Greta Gerwig, it stars Margot Robbie as Barbie and Ryan Gosling as Insight. Critics adore its perky humor, dynamic visuals, and intelligent take on the notorious doll's world. It's lauded for being engaging for both kids and grown-ups. The Astras profoundly prescribes observing the Barbie Review for a delightful and colorful cinematic involvement.https://theastras.com/hca-member-gradebooks/hca-gradebook-barbie/
Meet Dinah Mattingly – Larry Bird’s Partner in Life and Loveget joys
Get an intimate look at Dinah Mattingly’s life alongside NBA icon Larry Bird. From their humble beginnings to their life today, discover the love and partnership that have defined their relationship.
Meet Dinah Mattingly – Larry Bird’s Partner in Life and Love
Autumn schaffer story board
1. Autumn Schaffer
Storyboard
Spring 2010
What’s So Great About the Media Center?
Frame Description Narration Media List Image
1- *Original photo of “Welcome to *Photo
exterior of school Our School! *Narration
(Long Shot Photo) We are so glad *PhotoStory
that you are 3 Music
*Used to introduce here!” Creation
location.
*Narration played
over music
2- *Original photo of “Come inside! *Photo
entrance doors into We would love *Narration
school (Medium Shot to show you
Photo) around!”
*Used to transition
viewers into the
interior of the school
3- *Original Photo of “Oh Look! *Photo
Outside of Media Here is the *Narration
Center (Medium Shot media center!
Photo) This is one of
(From Hallway our student’s
looking inside favorite places
through windows) to visit. There
are books,
*Used to introduce DVDs, ebooks,
media center magazines, and
computers here
to help you
research and
learn. Would
you like to see
what’s inside?”
4- *Original Photo of “This is what *Photo
Interior of Library the inside of *Narration
(full view-wide the media
spread) center looks
like. This is the
*Focus on e-book area where we
storage area and store the e-
2. chapter book shelves books. They
are books that
*Used in process of you can read
showing audience online or using
where materials are a DVD player!
located in media Also, there is a
center. special storage
area for
chapter books.
This media
center is used
by pre-k,
kindergarten,
first and
second grade
students. Many
of the
advanced
readers love to
check out
books from
their favorite
chapter book
series!”
5- Original photo of “This is where *Photo
stacks of shelves in most of the *Narration
the media center books are
(wide view of stacks) located in our
library! We
*Used in process of have books of
showing audience all kinds!
where materials are Every book has
located in media its own
center number, which
helps the
media
specialist find
where it
belongs. We
have different
categories of
books
including
fiction,
nonfiction,
biographies,
3. and even a
reference area!
6- Original photo of “There are *Photo
whole-group area in plenty of tables *Narration
library (wide for classes to
view/scan) sit at in the
media center.
*Used in process of Many come to
showing audience learn about
where materials are how to use the
located in media library to help
center them conduct
research or
learn more
about certain
types of books.
The media
specialist uses
the active
board to help
the students
build their
information
literacy skills.”
7- Original photo of “This is where *Photo
tables used for small small groups *Narration
group as well as can meet in the
student computers media center.
(full range/wide view They may
shot) come here to
*Used in process of work on a
showing audience project, to
where materials are conduct some
located in media research, or
center just read
quietly with
each other.
Also, there are
some student
computers
used for
research or to
look up books
located within
the library.”
8- Original photo of “This is where *Photo
4. back area of library story time *Narration
(medium view) takes place! *Photo
Once a week Story 3
*Used in process of the media Music
showing audience specialist or
where materials are the media clerk
located in media meets with
center each pre-k
classroom to
read a fun and
exciting
book!”
9- Original photo of “This is the *Photo
Franklin stuffed rocking chair *Narration
animal in rocking used by the
chair media
specialist or
*Used in process of clerk during
showing audience story time. Can
where materials are you think of
located in media your favorite
center read-aloud
book?”
10- Original photo of “This is where *Photo
lamination/storage the media *Narration
room (wide spread of specialist
storage area) stores some of
the extra
*Used in process of reading
showing audience materials,
where materials are supplementary
located in media materials, or
center class sets of
books. Also,
this is where
the laminating
machine is
located. The
teachers in this
school
certainly love
5. their
laminating
machine!
11- Original photo of “Lights, *Photo
the “press room” Camera, *Narration
(Close of up title Action! This is
“press room”) where the
morning
*Used in process of announcements
showing audience take place. The
where materials are principal,
located in media assistant
center principal, and a
few lucky
students meet
here every
morning to tell
the rest of the
school about
the special
events going
on that day.”
12- Original photo of “This is called *Photo
check out/return area the circulation *Narrative
(regular photo shot) desk. It is
where the
*Used in process of students either
showing audience turn in their
where materials are old library
located in media book or check
center out their new
one! There are
also some big
books located
here that the
teachers can
check out! You
can’t miss
them! ”
13- Original photo of “Every book in *Photo
library books being the library has *Narration
held so that call a call number.
number shows. (close It is located on
of of Dewey decimal the spine of the
number) book. It helps
the librarians
6. keep the books
in a certain
order. Did you
know that you
can tell exactly
where a library
book should be
shelved based
upon that
number?”
14- Original photo of “You can *Photo
a table full of library check out all *Narration
books sorted by types of books
content area. (high from the
angle) library. There
are fiction,
*Used to show nonfiction,
students what types of easy readers,
books are available to and even e-
them in the library. books in the
(Aerial view of entire library. Look
table) at the different
types I’ve just
checked out!
15- Original photo of “Some *Photo
a classroom library teachers also *Narration
(shelf of library books have libraries
categorized by topic) in their very
(medium angle) own
classrooms!
Just like in the
school’s
library, the
books are
sorted so that
the students
can find what
they are
looking for!
Many of the
teachers even
check out
books from the
school library
to put in their
own classroom
7. library!”
16- Original photo of “This is a set *Photo
set of books within of books *Narration
classroom library. within a
(Close up shot) teacher’s
classroom
library. She
has sorted all
of the
“Clifford”
books and put
them in one
tub. When the
students
wanted to read
a “Clifford”
book, all they
have to do is
find this tub!”
17- *Original photo “These are *Photo
of diverse set of some of my *Narration
books within favorite books
classroom library- within the
checked out from classroom
school library. library. They
were checked
*Purpose is to show out by the
that the libraries in the teacher from
school have a diverse the school
selection of books. library. They
(High Angle) are all different
types of
genres. That
means that
some are real,
fiction,
biographies, or
easy readers!”
18- *Original photo “This is a set *Photo
of set of similar of books *Narration
books. (close up/high checked out
angle shot) from the
library. The
*Used to show that teacher made
one can make their this set to go
own sets of books by within her
8. looking at what the social studies
books are about. section of the
classroom
library. You
see, all of these
books are
about the
American Flag
and other
National
Symbols. It is
easy to make
your own
classroom
sets.”
19- *Original photo “This is a set *Photo
of me holding fiction of fiction *Narration
books. books located
(Medium Shot) within the
classroom and
school library.
It is made up
of books that
are make-
believe or are
not real.
Young
students
particularly
loved these
types of
books!”
20- *Original photo “These are *Photo
of me holding called *Narration
informational/ nonfiction
nonfiction books. books.
(medium shot) Sometimes you
will hear them
referred to as
informational
text. These
types of books
have real facts
in them. They
are about real
people, places,
9. and things.
You will learn
to use these
books
especially
when you
begin to write
reports or
complete
research
projects. They
can also be fun
to read too
though!”
21- *Original photo “We have all *Photo
of me holding easy different types *Narration
readers books. of books in the
(medium shot) library. There
is a book
suited for
every student
there! Since we
have very
young students
at our school,
out libraries
have an “easy
reader”
section. This is
an area where
students who
are just
learning to
read can find
books on their
level!”
22-*Original photo of “We also have *Photo
me holding students within *Narration
multicultural/bilingual our school that
books. speak other
(Medium shot) languages or
are just
learning to
speak English.
These books
are designed
10. especially for
them. They are
books about
other cultures.
You may also
enjoy reading
them, however,
and learning
how other
people live!”
22- Original photo of “These are our *Photo
e-books and DVD e-books! They *Narration
(high, long shot) are like books
on a DVD.
You can play,
listen, and read
them on the
computer!
Hardback
books also
come with the
DVD so your
friends can
follow along
too!
23- Original photo of “Many *Photo
me reading with big teachers use *Narration
book. larger text, also
(Long shot) known as “big
books” to teach
their students.
The students
can see the
pages and read
the words
easier this way.
The school
library has
plenty of big
books that
teachers can
check out!”
24- Original photo of “Look how big *Photo
size comparison of those big *Narration
big book and regular books really
sized book. are! This is a
11. (Long shot- regular sized
comparing sizes) book standing
beside a big
book. Many of
the big books
are also made
in smaller
editions so that
the students
can follow
along in their
hand-held
copy.”
25-Orginal photo of “Now that you *Photo
me holding and know where *Narration
reading a book. and what types
(Low angle long shot) of books are
located within
the library, I
would like to
tell you a few
rules about
checking out
the books.
Remember-
books are for
reading and
enjoyment!”
26- Original photo of “You must *Photo
me reading a book make sure that *Narration
properly you hold your
(Subjective close up book properly
shot) when you read
it. Please don’t
bend the
pages! Books
can last a long
time and allow
many people to
read them- but
only if you
take care of
them!”
12. 27- Original photo of “You can also *Photo
me taking notes from learn a lot from *Narration
a book books. Many
(Subjective close up people take
shot) notes from the
books that they
read. This
helps them
when they
write papers or
study about
certain topics.”
28- Original photo of “Some people *Photo
me reading and using also use books *Narration
a book at the to help them
computer research other
(Subjective medium topics. Some
shot) people may
read a book at
their computer
and look up
other
information
right there!
Again, people
can learn so
much from
books!”
29- Original photo of “There are a *Photo
me with my lost few rules you *Narration
books should try to
(long shot) remember
when checking
out books.
First of all, try
not to lose
your library
books. They do
not belong to
you. They
belong to the
school. If you
lose them then
other students
cannot learn
from them!”
13. 30-Orginal photo of “Also, be *Photo
me spilling drink on a careful when *Narration
set of library books. you have food
(long shot) or drink around
your library
books. Some
of these books
are very
expensive. If
you spill food
or drink on
them they
might have to
be replaced.
Some,
however, are
so original that
they cannot be
replaced at
all!”
31- Original photo of “Please make *Photo
me coloring on a sure to avoid *Narration
library book. drawing,
(close up shot) writing, or
coloring in
your library
books. They
are made for
you to read! If
you damage
them, then
other students
won’t be able
to read the
words or see
the pictures
very clearly.
Wouldn’t that
be sad?”
32-Orginal photo of “Remember,
me holding and the classroom
loving my library and school
book (low angle full libraries are
shot) here for you!
14. There are tons
of books that
you would
probably enjoy
reading there.
Please
remember,
however,
everyone is
welcome in the
library, but
everyone is
also
responsible for
keeping it
clean, safe, and
happy!”